發(fā)布時間：2018-06-07 21:34

  本文選題：音樂欣賞審美心理 + 音樂欣賞教學(xué)��； 參考：《湖南師范大學(xué)》2004年碩士論文

【摘要】：不論是音樂欣賞的過程還是音樂欣賞學(xué)習(xí)的過程，都是一個包括了多種心理功能的綜合的動態(tài)過程。這使得我們在進(jìn)行音樂欣賞教學(xué)研究時，不可避免地要將這些心理因素納入我們的考查范圍之內(nèi)，并試圖查明這些心理因素與音樂欣賞教學(xué)過程及效果可能發(fā)生的千絲萬縷的聯(lián)系，以及是否能給我們的音樂欣賞教學(xué)研究帶來一些有益的啟示。 音樂審美心理中包含著注意、審美期待、審美態(tài)度、音響感知、聯(lián)想想象、情感體驗、理解認(rèn)識等基本要素，它們共同形成了音樂欣賞中的審美心理結(jié)構(gòu)。音樂欣賞的審美心理過程可劃分為音樂審美初始階段、音樂審美高潮階段和音樂審美效果延續(xù)階段三個階段。音樂審美初始階段涉及的主要審美心理因素是音樂審美注意、審美期望及審美態(tài)度；音樂審美高潮階段涉及的主要審美心理因素是音響感知、直覺與通感，想象聯(lián)想、情感體驗以及理解認(rèn)識、頓悟與共鳴等。音樂審美效果延續(xù)階段涉及的主要審美心理因素是審美評價。這些審美心理因素都與欣賞者是否能獲得深刻的審美體驗和審美愉悅有著密不可分的聯(lián)系。通過研究它們形成的特點及規(guī)律，我們獲得很多關(guān)于音樂欣賞教學(xué)的啟發(fā)。如，根據(jù)審美注意形成的條件，在選擇欣賞材料時應(yīng)注意音樂作品相對于學(xué)生的冗余度，冗余度適中的作品最能吸引學(xué)生的審美注意力；又如，，根據(jù)通感能有效地幫助欣賞者獲得更為直觀的審美體驗，教師在欣賞課堂上可以適當(dāng)?shù)夭捎靡舢嫿Y(jié)合等方式，將聽覺轉(zhuǎn)化為視覺體驗，促進(jìn)學(xué)生對作品的理解；再如，基于對理解認(rèn)識重要性的認(rèn)識，我們更加堅定地認(rèn)為音樂知識技能教學(xué)必不可少，它制約著音響感知、想象聯(lián)想和情感體驗的質(zhì)量，等等。更多的音樂審美心理規(guī)律以及與此緊密聯(lián)系的音樂欣賞教學(xué)方法還待廣大的音樂教育工作者去探索。
[Abstract]:Whether it is the process of music appreciation or the process of music appreciation learning, it is a comprehensive dynamic process which includes a variety of psychological functions. This makes it inevitable for us to include these psychological factors in our research on music appreciation teaching. And try to find out these psychological factors and music appreciation teaching process and effect may occur inextricably linked, And whether or not we can bring some useful enlightenment to our music appreciation teaching research. The aesthetic psychology of music includes attention, aesthetic expectation, aesthetic attitude, sound perception, associative imagination, emotional experience, Understanding cognition and other basic elements, they form the aesthetic psychological structure in music appreciation. The aesthetic psychological process of music appreciation can be divided into three stages: the initial stage of music appreciation, the stage of music aesthetic climax and the stage of continuation of music aesthetic effect. The main aesthetic psychological factors involved in the initial stage of music aesthetic appreciation are musical aesthetic attention, aesthetic expectation and aesthetic attitude, and the main aesthetic psychological factors involved in the high stage of music aesthetic appreciation are acoustics perception, intuition and synaesthesia, imagination association, and so on. Emotional experience and understanding, epiphany and resonance. The main aesthetic psychological factor involved in the continuation stage of music aesthetic effect is aesthetic evaluation. These aesthetic psychological factors are closely related to whether the appreciator can obtain profound aesthetic experience and aesthetic pleasure. By studying the characteristics and rules of their formation, we get a lot of inspiration about music appreciation teaching. For example, according to the forming conditions of aesthetic attention, when choosing the appreciation materials, we should pay attention to the redundancy of music works relative to the students. The works with moderate redundancy can attract the students' aesthetic attention most; for example, According to synaesthesia can effectively help the audience to obtain a more intuitive aesthetic experience, teachers in the appreciation of the classroom can appropriately use the combination of sound and painting, and other ways to turn hearing into visual experience, to promote students' understanding of the work; again, Based on the understanding of the importance of understanding, we firmly believe that the teaching of music knowledge and skills is essential, which restricts the quality of sound perception, imagination association and emotional experience, and so on. More music aesthetic psychological laws and closely related teaching methods of music appreciation still need to be explored by the majority of music educators.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2004
【分類號】：J605

【引證文獻(xiàn)】

相關(guān)期刊論文 前4條

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相關(guān)碩士學(xué)位論文 前4條

1 楊晶;理工科院校音樂欣賞教學(xué)現(xiàn)狀調(diào)查與研究[D];南京藝術(shù)學(xué)院;2011年

2 杜云福;高中音樂欣賞教學(xué)主體參與研究[D];遼寧師范大學(xué);2006年

3 李冠蓮;中學(xué)音樂欣賞課之生成性教學(xué)研究[D];福建師范大學(xué);2008年

4 盧媛婷;舒蘭市初中音樂欣賞教學(xué)研究[D];延邊大學(xué);2010年

本文編號：1992880